Unit One
I. Teaching Aims:
In this unit students are required to :
1. Master the Main language structures
a)the present perfect progressive indicating a finished action
b)the past progressive indicating a circumstance and the simple past indicating a past event
c)the past perfect progressive
d)the” I was wondering if”… pattern as a polite form of request
2. Practice listening comprehension “An American sightseeing in Athens”
3. Learn dialogues “A Time of Change” “Requests and Offers”
4. Do some preparation activities such as discussion ,group work, pair work to practice their spoken skill and communicative skills
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions and grammatical points in the in-class reading passages to improve their reading comprehension
7. Do some post-reading exercises in the Workbook to practice what they have got to know in class to improve their four basic skills
II. Teaching procedures:
1. Dialogue One
A. Listening to the recording
B. Ask some questions
a. How does Grandpa feel after watching the OLYMPIC games on TV? Why?
b. Why did the Chinese athletes fail in the Olympic Games in 1932, 1936 and 1948?
c. How do you feel after you have watched the Olympic Games or any other international sports competition on TV?
C. Retell the dialogue from the three points: a. the reason why he was so emotional after watching the Olympic Games on TV b. what happened to the Chinese athletes when he was young, c. China’s participation in the 1932, 1936 and 1948 Olympic Games.
2. Language points and practice
(1). can’t help doing
(2). It was not until…
It was not until the second act began that she came.
It was not until the beginning of the new term that I did my homework.
(3). for no reason whatsoever
whatsoever is used in negative or interrogative sentence for emphasis
The doctor stayed away for no reason whatsoever.
He has no money whatsoever.
(4).drop out: stop attending or taking part
He dropped out of college after only two weeks.
The well-educated engineer dropped out of the working people simply because he wanted to try a different way of life.
(5). due to: is used after the verb (to be)
His absence was due to the storm.
Also due to and owing to are used similarly
He arrived late due to/owing to the storm.
(6). qualify for (as): to cause to reach a necessary standard, knowledge, ability or performance.
Her teaching experience qualified her for the job.
Will our team qualify for the second round of the competition?
She qualified as a doctor this year.
Spending a week here doesn’t qualify you to talk it as an expert.
3. Readings:
A.Finish reading the passages within15 minutes, and point out the main idea of each passage.
B.Language points
a.crowd into :enter
The eager students crowded into the lecture hall to hear the famous professor from Cambridge University.
b.by comparison: By comparison, this machine is cheaper, that one is easier to operate.
By comparison this house has the advantage of low price and that one has the advantage of convenient transportation.
c.be addicted to : dependent on something esp. a drug; unable to stop having, taking .
.The children are addicted to the cartoon films.
4. Post –Reading Activities:
5. Interaction activities
6. Finish the exercises in Work Book from page 4 to11.
Unit Two
I. Teaching Aims:
In this unit students are required to:
1. Master the Main language structures
2. Practice listening comprehension
3. Learn dialogues
4. Do some preparation activities such as discussion, group work, pair work to practice their spoken skill and communicative skills
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions and grammatical points in the in-class reading passages to improve their reading comprehension
7. Do some post-reading exercises in the Workbook to practice what they have got to know in class to improve their four basic skills
II. Teaching Procedures:
1. Language Structures:
The nominal clause used as
(1). the subject complement introduced by that---
The fact was that John Brown had a car accident.
(2). the subject complement introduced by wh-word---
The scissors are not what I need.
(3). the appositive---
Have you heard the news that all English students will have to pass a proficiency test before they can graduate?
(4). the subject introduced by what---
What I told him was that I would find him a good play.
2. Dialogue I “Friday Evening or Not”
A. Broad questions:
(1)What do students usually do on Friday evening?
(2)What do you usually do on Friday evening?
(3)what are stand-ins in a play?
(4)What will happen if a performance is a flop? What is the best way to avoid a flop?
(5)Try to retell the dialogue.
B. Language points :
(1)put on: put on a show/play/film; put on clothes/coat/suit
(2)theme: main subject
(3)“What about…? If someone doesn’t like sea food, you may change something for him and say “what about meat then?”
(4)“Do/ don’t count …in”
A: You are a good player, why don’t you take part in the table tennis match?
B: Oh, don’t count me in, I get nervous so easily.
(5)available: can be got /found
We don’t have any double room available this week.
C. Role –play:
a. Divide the whole class into 5 or 6 groups ,discuss the following situation given and then report.
b. Learn dialogue II and practice the following :
c. Listen to reading I and answer some questions :
d. Learn reading II and point out the main idea.
3. Make sentences using these words:
(1)mime: n. v. I couldn’t speak Chinese but I showed it in mime that I wanted a drink.
The doctor was miming the movement of a bird.
(2)punch: n. v. I’d like to give that man a punch on the nose.
He punched the man on the nose/in the chest.
(3)delay: n. v. Do it without delay.
We decided to delay our holiday until next month.
(4)crash: n. v. There was a serious crash this morning.
September 11 crash was made by terrorists.
The car crashed into the tree and burst into flames
The plane crashed shortly after take-off.
(5)risk: n. v. at the risk of one’s life , risk doing something
4. Group work: discuss “ A friend in Need Is a Friend Indeed”
5. Practice all the exercises in Workbook from 15 to21
Unit 3
I. Teaching Aims:
In this unit students are required to :
1. Master the Main language structures
2. Practice listening comprehension
3. Learn dialogues
4. Do some preparation activities such as discussion, group work, pair work to practice their spoken skill and communicative skills
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions and grammatical points in the in-class reading passages to improve their reading comprehension
7. Do some post-reading exercises in the Workbook to practice what they have got to know in class to improve their four basic skills
II. Teaching Procedures:
1. Language structures: The passive voice
(1)involving the modal auxiliary have to
(2)converted from the active sentence with a direct and an indirect object
(3)involving the verb phrase/phrasal verbs
(4)formed by the They say/It is said… patterns
2. Suggestions for the presentation of LS: Ask the students to change a short paragraph into passive voice.
3. Dialogue I “Farewell to Rude Manners”
A. Listen to the recording and answer some questions:
(1)According to A and B, what usually happens when the bus is late? Is it very crowded?
(2)Does what A and B describe in the dialogue often happen in the city where you are?
(3)What kind of behavior is considered as uncivil? Can you list some other examples?
(4)How should young people behave? What is your opinion?
B. Retell the dialogue:
4. Language points practice:
(1)fare to rude manners :get rid of, do away with, discharge
(2)turn out: happen to be, be found to be, in the end e.g.
It turned out nice and sunny again.
The performance turned out to be a success.
To our surprise the stranger turned out to be an old friend of my mother’s.
(3)find oneself +prepositional phrase (p h part used as object complement)
find oneself +doing sth.// done sth.
Crying // surrounded
(4)over: prefix means too much, over crowded/ over work/ overeat /
overtake/ over do/ overcome / overdevelop/ over estimate/ overload/ overlook
(5)unless: conj. except on the condition that , if… not
Do not leave the building unless you are told/informed/instructed to do so.
Unless the government agrees to give extra money, the theatre will have to close.
a)Unless is not used of imaginary events 不能用于假设的事实。Unless cannot be used in this sentence: She would have died if the doctor had not saved her .
b)Unless can only be used instead of “if… not” when there is an idea of ending an intention or situation that already exists只有某种已存在的打算和情况有可能结束或完成之时用。I’ll stay home unless I’m invited. Not in this sentence: I’ll be angry if I’m not invited to the party. Unless 不能用于虚拟语气。
(6) fight one’s way in/out,
elbow one’s way to the front
press one’s way onto the bus
make one’s way for
(7) come across: 1) find sth. or meet sb. by chance
2)express effectively, leave an impression;
It doesn’t matter how good your ideas may be if they don’t come across clearly in the book.
If you want to be given the job, it is vital that you come across well when you meet the directors.
(8) be preoccupied with /in sth.: attract attention； be absorbed in sth.
concentrate on sth.
5. Readings “A Shopper’s Nightmare” “A Letter of Complaint”
A. Finish reading them in 10 minutes and point out the main ideas
B. Ask each other questions and answer some of the teacher’s questions.
6. Language points:
(1)be accused of : accuse sb. of sth., charge sb. with sth.; sue sb.for sth.
He was accused of stealing a piece of clothes in the store.
He was sued for libel/ malpractice/ breach of contract.
他因诽谤、不法行为、毁约而被起诉。
He accused his neighbor of playing the records too loudly at night.
Legally speaking, an accused person has the right to ask for a defending lawyer to represent himself in court during a trial.
(2)get away: escape, succeed in leaving from the scene of a crime;
The thieves got away with all our money.
(3)get away with: to do sth.wrong without being caught or punished ;
做坏事、做错事 未被发觉，未受惩罚。
Don’t try to deceive the taxman; you’ll never get away with.
别试图欺骗税收人员，你休想蒙混过关。
(4) Dash into : run into quickly;
(5) sensible: reasonable, having or showing good sense;
No sensible people will ever do such a foolish thing.
(6) viciously: cruelly; acting or doing with evil intentions
Being a dreadful man he often attacks his fellows viciously without reasons.
(7) assume: suppose ; believe to be true without actually having proof;
think subjectively;
If he is not here in five minutes, we’ll assume that he isn’t coming.
7. Practice writing a letter of complaint
8. Do all the exercises in Workbook from 25 to 30
Unit 4
I. Teaching Aims:
In this unit students are required to :
1. Master the Main language structures
2. Practice listening comprehension
3. Learn dialogues
4. Do some preparation activities such as discussion, group work, pair work to practice their spoken skill and communicative skills
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions and grammatical points in the in-class reading passages to improve their reading comprehension
7. Do some post-reading exercises in the Workbook to practice what they have got to know in class to improve their four basic skills
II. Teaching procedures:
1. Language structures: Modal auxiliaries
(1)would +perfect infinitive used to express “unfulfilled wish”
(2)should/ought to +perfect infinitive used to express “unfulfilled obligation
(3)needn’t +perfect infinitive expressing “unnecessary past actions”
(4)may/might +perfect infinitive used to express “speculations about past actions”
(5)can/could not +perfect infinitive used to express “negative deduction about past actions”
(6)must +perfect infinitive used to express “affirmative deduction about past actions”
(7)may/might as well used with the second person pronoun expressing “suggestions”
2. Dialogue I “Pollution Control”
A .Listening to the recording
B .Broad questions, e.g.,
(1)why is London no longer a city full of fog?
(2)How is the pollution problem in China?
(3)What problem does the car bring?
(4)In your opinion, what kind of pollution is the most serious in China at present?
C. Reading aloud and Role-play
D. Language points practice:
(1)no longer
1)A and B are discuss hobbies.
A: You are a very good chess player.
B: Thank you. I believe in the saying “Practice makes Perfect”, you know. You play chess too, don’t you?
A: No. I used to, but I’ve picked up bridge, so I no longer play chess.
2) A went swimming every day. Now he doesn’t. B wonders. A explains…
(2)bring …under control : pollution/ bad behavior/ population
(3)do away with: get rid of ,eliminate . Slavery was done away with a long time ago. air pollution/the cheating/ all the junk/bad habit
(4)Add…to : add trouble to sb.
A considerable number of books will be added to our library.
The clean environment will add good mood to us.
3. A. Doing pair work according to Dialogue II
B. Listening to the recording of reading one and answering some questions,
(1)Name several pollutants.
(2)Who causes pollution?
(3)Why is pollution one of the most serious problems that man faces these days?
(4)Why is the pollution problem complicated?
(5)How can pollution be gradually reduced?
(6)When did man begin to pollute his surroundings?
(7)Why has pollution become a more and more serious problem?
(8)In what way do you think pollution can be reduced?
4. Multiple-choice questions in Workbook (page 32-33)
5. Read “Reading II” in 3 minutes and answer the questions.
Language points:
(1)on the one hand … on the other hand: On one hand the motor car has brought mobility to millions of people but on the other it has led to the construction of more and more noisy and dangerous roads and has polluted the atmosphere with exhaust fumes.
(2)result in: cause, lead to. His overeating resulted in his illness.
Result from: cause from, derive from, happen as an effect or result
His illness resulted from /caused by overeating.
6. Do some post-reading exercises in groups
7. Do the guided writing and translation in Workbook from 34 -40
Unit 5
I. Teaching Aims:
In this unit students are required to :
1. Master the Main language structures
2. Practice listening comprehension
3. Learn dialogues
4. Do some preparation activities such as discussion ,group work, pair work to practice their spoken skill and communicative skills
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions and grammatical points in the in-class reading passages to improve their reading comprehension
7. Do some post-reading exercises in the Workbook to practice what they have got to know in class to improve their four basic skills
II. Teaching Procedures:
1. Language structures:
Indirect speech introduced by
(1) a simple past verb reporting a command
(2) a simple past verb reporting advice
(3) a simple present verb reporting a request
(4) a simple present verb reporting a reminder
(5) a simple present verb reporting a question
2. Practice all the structures in pairs
3. Dialogue I
A. Listen to the recording and answer the following questions.
(1)What seems to have bothered Weiwei?
(2)How does one make a long distance call by pay phone in the United States?
(3)What is a toll-free call? And for what purpose do people make such calls?
(4)Compare the telephone service in China with that in the United States.
B. Language points:
(1)pay phone: public telephone one can use after putting a coin into the slot on the side of telephone.投币电话。
Long-distance call (AmE)/trunk call (BrE), reverse-change call (BrE) 受话人付款的电话，toll-free call免费电话，IP phone(Internet Protocol)网络电话，
与电话有关的还有telephone box, telephone booth; telephone subscriber电话用户，telephone directory, telephone book; area code, code number,地区代码，
(2) What if :What would occur if; Suppose that 假设； 如果。。将会怎么样，
It can be used either in real condition or in unreal condition. E.g.
What if the phone were cut off?
(3) run out of sth. (the subject is a person),
run out: (the subject is sth.)
4. Do the role-play and practice dialogue II
5. Reading I and reading II
A. Discuss something about the national parks in the United States.
B. Answer some questions:
(1)Have you read about any of the national parks in the United States
(2)What sort of people are there to take care of the national parks?
(3)What are visitors to the national parks warned of? Why are they warned?
C .Language points:
1.say n. power or right of acting or deciding,
The workpeople had no say in how their factory was running.
Who has the say in family affairs .
2.appeal to:1) attract, Does the idea of working abroad appeal to you?
2) request for support, help , He is appealing to the public for help.
6. Do post-reading exercises in the book
7. Do all the exercises in Workbook from 44-50
Unit 6
I. Teaching Aims:
In this unit students are required to :
1. Master the Main language structures
2. Practice listening comprehension
3. Learn dialogues
4. Do some preparation activities such as discussion ,group work, pair work to practice their spoken skill and communicative skills
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions and grammatical points in the in-class reading passages to improve their reading comprehension
7. Do some post-reading exercises in the Workbook to practice what they have got to know in class to improve their four basic skills
II. Teaching Procedures:
1. A. Language structures: The adverbial clause reading comprehension
(1)of purpose introduced by so that
(2)of result introduced by so…that
(3)of concession introduced by no matter +wh-word /even if
(4)of comparison introduced by the more…the more… pattern
B. Language structure practice in pairs:
2. A. Listen to dialogue I, try to say sth about “Work Ethics” and answer some questions:
(1)Why did the caller telephone the Xi’an office of the Writer’s Association?
(2)What did the operator do in order to save the sick man?
(3)do you think people like the operator can often be found? Why or why not?
B. Do the role-play according to this dialogue.
C. Language points:
(1)be concerned about: be worried about, air pollution/noise pollution/soil erosion/ environmental problems/work ethics/ integrity
(2)such…that: It was such a small room that it cannot accommodate all of us.
It is such a lovely day that all the students go out for sight-seeing.
(3)interfere in:干涉，干预，介入
Every country in the world ,no matter big or small, should respect each other’s sovereignty and should not interfere in each other’s internal affairs.
Do parents have the right to interfere in the private lives of their children?
Interfere with: bother 打扰
Do not interfere with other’s work.
(4)be down with : be ill with
Last night, twenty students were down with a high fever.
3. Learn dialogue II and have a debate:
Which do you agree--- to live in the city or in the country?
4. A. Read the passage “Vitamins” quickly and point out the main idea.
B. Do the multiple-choice questions in the Workbook to improve reading comprehension.
C. Language points:
(1)voyage : sea journey,
(2)trip: a short one for pleasure or for a particular purpose,
a day trip to France, We went on a bus trip.
(3)travel: the general activity of moving from place to place,
He came home after years of foreign travel.
(4)journey: the time spent and the distance covered in going from one particular place to another 从一地到另一地所花费的时间或旅行的距离
a long journey by train from Paris to Moscow
(5)rather than: following by n./a./ v.
5. Do the guided writing after the readings.
6. Interaction activities:
(1)Discuss “A Person of Integrity”
(2)Report to the rest of the class on your discussion
7. Do all the exercises in the Workbook from 53—59
Unit 7
I. Teaching Aims:
In this unit students are required to:
1. Master the Main language structures
2. Practice listening comprehension
3. Learn dialogues
4. Do some preparation activities such as discussion, group work, pair work to practice their spoken skill and communicative skills
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions
and grammatical points in the in-class reading passages to improve their
Reading comprehension
7. Do some post-reading exercises in the Workbook to practice what they have got to know in class to improve their four basic skills
II. Teaching Procedures:
1. Language structures:
(1)The –ing particular used as the object of remember, forget and stop
The infinitive used as the object of remember, forget and stop
(2)The infinitive used as a noun modifier preceded by for and its logical subject
(3)The infinitive used as the postponed object in the introductory it construction
(4)the- ing participle used as the object of a preposition
2. Dialogue I
A. Listen to the recording and answer the following questions:
(1)Why did so many people rush westward in American in the 19th century?
(2)Was the life of the frontiersmen hard and risky? Why?
(3)What kind of houses did the frontiersmen live in?
(4)How do Americans today think of the early pioneers?
(5)What’s your opinion about American’s westward rush in the 19th century?
B. Language points:
(1)frontier: 1) border between settled and wild country
Areas near the frontier were rough and lawless in the old days.
过去（美）边远地区混乱不堪，而且无法律。
2) border between what is known and unknown
They are pushing back the frontiers of medical knowledge.
他们在不断开拓医学知识的新领域。
(2) Pioneer: any of the first settlers in a new or unknown land； person who does sth. first and so makes it possible or easier for others to do it later.
He was a pioneer of heart transplant operations.
(3) feel an urge to : have a strong wish/need/have eagerness to do sth.
Do you think a person of integrity always feels an urge to do good deeds for others.
I feel an urge to tell him what I think of him.
(4) Stuff…with: fill with;
He stuffed the shoes with newspaper.
He stuffed the pillow with rice coating.
(5) strong-willed
(6) a lucky strike 好运气
(7) except for: A: I have two tickets for the American Titanic.
B: I would very much like to go except for my headache.
3. Dialogue II Desire, Longing, and Exciting and Anticipation
(1) He is eager /keen/ anxious /desperate/ drying/ longing to do sth.
It would be fantastic if I had a bicycle. /If only I had a bicycle.
I’m really excited about the holiday.
I can’t wait for our holiday. /I can hardly wait for our holiday.
(2) To do justice:
a. enjoy, to play enough, to visit enough; e.g.
The food is delicious but we can’t really do it justice (eat enough) because we have eaten too much already.
b. get the best result from; She can’t do her justice in the exam.
(3).count: consider or regard in the stated way.
After the accident they counted themselves lucky to be alive.
4. Reading I.
A. Listen to the recording and answer questions:
(1)What is the commonest way used to learn about the stages of intelligence in animals?
(2)Do animals learn from their mistakes?
(3)Why is the maze an inadequate test for measuring intelligence in mammals?
(4)Can animals think about something not around them?
(5)Describe a subtle test on an animal’s mental ability.
(6)How can you tell that certain abilities that animals possess are instincts and certain other abilities are instances of intelligence?
(7)What evidence is there in support of the argument that monkeys can reason?
(8)Do you believe that certain species of highly evolved animals can cope with abstract ideas? Justify your position with examples.
B. Judge the sentences whether they are true or false on page 61 to 62 in Workbook
C. Language points:
(1)evolve: develop gradually by a long continuous process,
Some people believe that we evolved from the apes.
Language is constantly evolving.
evolution :n. evolutionary: a.
(2)exemplify : be an example; give an example
(3)tax: v. strain; make heavy demands on sth.
tax attributes of the mind: make heavy demands on the abilities of the mind 对大脑能力造成压力。
(4)attribute: n. ability , quality; quality forming part of the nature of a person or thing
Kindness is one of his best attributes. 心慈是他的好品性之一。
Attribute to : 把。。归因于； He attributes his success to his hard work.
(5)impose :v. place sth. on sb,/sth;
(6)pose: v. cause sth, to arise; create or present 引起，造成； 提出；
(7)pace up and down: walk backward and forward;
(8)other than: except;
a. apart from; There was nothing we could do other than wait.
You can’t get there other than boat.
b. anything…but ;different from
I have never known him behave other than selfishly.
我知道他一向自私。
She seldom appears other than happy.
她很少有不高兴的时候。
Tom did not tell anyone other than Dick that would like very much to be a stuntman. (from translation, Workbook)
(9)unparalleled: too great to be equaled
(10) navigate: v. find the position and plot the course of a ship ,an aircraft, a car
测定位置、路线，导航；领航；
(11) built-in: a. forming a part of sth which can not be separated from it.内在的
built-in instinct: 内在本能； natural inborn tendency to behave in a certain way without reasoning or training
(12) instinctive: a. based on instinct; not coming from training or based on reasoning
(13) size up: consider and decide how to solve; form an opinion or judgment of sb.or sth. E.g. He sized up the situation and phoned the police immediately.
(14) set-up: n. arrangement;
5. Reading II How Animals Keep Warm
A. Read quickly and answer some questions:
B. Interaction activities: How to look at westernization (in small groups)
6. Doing all the exercises in and out of class including the Workbook
Unit 8
I. Teaching Aims:
In this unit students are required to :
1. Master the Main language structures
2. Practice listening comprehension
3. Learn dialogues
4. Do some preparation activities such as discussion, group work, pair work to practice their spoken skill and communicative skills
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions
and grammatical points in the in-class reading passages to improve their
Reading comprehension
7. Do some post-reading exercises in the Workbook to practice what they have got to know in class to improve their four basic skills
II. Teaching Procedures:
1. Language Structures:
(1)The relative clause introduced by when
(2)The relative clause introduced by where
(3)The relative clause preceded by the way
(4)The relative clause introduced by why
(5)Expressing increase by using times
2. Dialogue I At the Sunday Fair in Kashi
A. Some broad questions:
(1)What does B think about Urumqi?
(2)Why does the city Kashi give B a deep impression? Give some details.
(3)How do the people in Kashi do business?
(4)Will you go to Xinjiang if you have a chance?
B. Language points:
(1)flavour: n. taste or quality; particular quality or characteristic
(2)be known for: be famous for ;
(3)strike: make an impression on ; e.g. I was struck by the resemblance between the two men.( from the translation in Workbook)
(4)figure out: come to understand or discover by thinking
It was some time before I figured out why they all wore hats.
At the meeting/conference the general manager winked at me several times, nut I couldn’t figure out what his implication was/he was hinting at.
(5)not even: e.g. The boy is so obstinate that he won’t listen to anybody’s advice, not even his parents’.
(6)resist: oppose; fight against ; e.g. I can’t resist chocolate/I like chocolate very much.
I couldn’t resist telling him the secret.
C. Role-play Interviewing
3. Dialogue II Feelings, Delight, Relief (Practice in groups or in pairs)
4. Reading I Daydreaming
A. Answer the following questions in order to understand the passage:
(1)Define daydreaming
(2)What sort of people show particular interest in daydream research?
(3)When and where is one most likely to daydream?
(4)In what day does daydreaming differ from fantasy?
(5)How does daydream affect us positively?
(6)How is daydreaming related to personality type?
(7)Do most daydreamers have personality problems?
(8)Which pattern of daydreaming fits the majority of people?
B. Do the multiple-choice questions in the workbook on page 71
C. Language points:
(1)gaze: look steadily esp. for a long time and often without being conscious or what one is doing
She sat gazing out of the window
We stood gazing at the beautiful scenery often with admiration or pleasure.
(2)irresistible: 1) too strong to be resisted/; 2)nice; attractive; charming 3)impossible to dislike or resist
(3)startled : surprised ; startle: cause to be suddenly surprised
(4)fantasy: imagination or fancy ,esp. .when completely unrelated to reality
He lives in a world of fantasy.
(5)stare: keep one’s eyes open and fixed on sth. in wonder, fear, anger or deep thought e.g..
He stared at me trying to remember who I was.
(6)by contrast: e.g. After the invention of TV. , the radio, by contrast, seemed very backward.
(7)torture: n./v. as a punishment or in order to force sb. to say or do sth.
(8)deprivation taking sth. away or being prevented from enjoying or using sth.
deprive sb. of sth. /deny sb. sth.
(9) vary…from
(10) brood : think deeply e.g. Don’t sit there brooding, do sth.
5. Reading II Mysteries of Memory
Read the passage in 3 minutes and ask each other questions.
(1)Have you ever wondered how one’s memory works?
(2)What kind of things affect one’s memory?
(3)Does the story strike you as something very unusual?
Better by far you should forget and smile
Than that you should remember and be sad.
Christina Rossetti
最好遗忘 开心笑，
不要记起 心悲伤。
———克里思蒂娜. 罗塞蒂
6. Do all exercises esp. the translation in the workbook
Unit 9
I. Teaching Aims:
In this unit students are required to:
1. Master the Main language structures
2. Practice listening comprehension
3. Learn dialogues
4. Do some preparation activities such as discussion, group work, pair work to practice their spoken skill and communicative skills
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions and grammatical points in the in-class reading passages to improve their reading comprehension
7. Do some post-reading exercises in the Workbook to practice what they have got to know in class to improve their four basic skills
II. Teaching Procedures:
1. Language structures:
(1)The subjunctive were after I wish, indicating a present non-fact
(2)The subjunctive had been after I wish, indicating a past non-fact
(3)Sentences of unreal condition related to the future
2. Dialogue I I wish I Had a Robot
A. Listen to the recording and answer questions:
(1)What did B say a robot could do in a factory?
(2)What advantages are there if the robots are used in industry?
(3)In what ways are robots useful if we use them at home?
(4)Are there any disadvantages in using robots? Give reasons for your answer?
B. Retelling: A and N are talking about robots and what they can do for people.
a. help people to do lots of work in factories and save their time and labor.
b. protect man from harmful and dangerous work.
c. help with housework chores
C. Language points:
(1)free from: 1) to allow to go free; release ;e.g. she freed the bird from its cage.
2) to move or loosen使摆脱; e.g. The management provides workers with computers in order to free them from boring work.
Freed from TV. Every evening, they plan to read some novels.
(2)provide sb. with sth.; provide sth. for sb.
(3)It’s harmful to: It’s harmful to your eyes if you watch TV. For a long time.
(4) protect…from : Wear gloves when you pick up glass to protect your hands from being cut by broken pieces of glass.
Plant vegetables in greenhouse in order to protect them from being ruined by frost.
Put on sunglasses in summer to protect your eyes from being hurt by sunlight
(5)to such a degree: to such extent/to a certain degree/ great degree/ much degree/ some degree
(6)duplicate: copy exactly
(7)manipulate: control or handle sth with skill (derogatory meaning)
(8)Science is a sword with double blades: science benefits, and harms too,if things get out of control.
D. Role-play I Wish I Had an Electronic Language Master to Aid My English Learning
3. Dialogue II Feelings, Worry, Apprehension(anxiety), Disappointment
A. Some expressions:
(1)out of one’s mind: be mad;
(2)be petrified: be frightened
(3)be fed up with: be tired of; be sick of
(4)Sth. isn’t up to much: Sth. isn’t anything important or interesting.
B. Practice and form dialogues with your partner
4. Reading I Machines with Brains
A. Read the passage in 3 minute and do the multiple-choice questions in the workbook
B. Practice language points:
(1)take over: gain control over and responsibility for sth.; e.g.
Who do you think will take over the company?
I’m feeling tired to drive any more, will you take over?
(2)take after: look or behave like (an old relative)
(3)take apart: to separate
(4)take back: 1)cause to remember; 2) admit ,e.g. I take back everything I said.
(5)take down:
(6)take in: 1) make narrow; 2.) deceive
(7)take off / take on
(8)take to : to feel a liking for 对…产生好感
(9)take up: like sth., like to do;
(10) adjust to: change slightly esp. in order to make right or make suitable for a particular purpose or situation, e.g.
a. Adjust the clock to be accurate/precise.
b. He adjusts himself very quickly to the heat of the country.
c. All the desks and chairs in the newly-built school can be adjusted to fit the height of any child.
d. A thermostat of this kind can be adjusted to keep the temperature of the house at any required level..
e. The poverty line in the United States is adjusted annually to allow for inflation.
(11) regulate: control(speed, pressure )or direct sth. by means of rules and regulations, e.g.
regulate one’s conduct,/expenditure/ lifestyle; regulate the traffic
Competitors in the long-distance runs regulate their speed carefully in order to avoid tiredness coming too early.
(12) thermo: prefix, concerning heat. E.g. thermometer/nuclear/plastic/flask(bottle)dynamics
5. Reading II
A. Read it quickly and answer some questions:
(1)How did the writer find out that the man and the woman were owners of video games?
(2)What are the good points of having a video set at home?
(3)Why do you think the writer of this article used the title “Chips with Everything”?
B. Interaction activities in groups
6. Do all the exercises in workbook from83―
Unit 10
I. Teaching Aims:
In this unit students are required to:
1. Master the Main language structures
2. Practice listening comprehension
3. Learn dialogues
4. do some preparation activities such as discussion, group work, pair work to practice their spoken skill and communicative skills
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions
and grammatical points in the in-class reading passages to improve their
reading comprehension
7. Do some post-reading exercises in the Workbook to practice what they have got to know in class to improve their four basic skills
II. Teaching Procedures:
1. A. Language structures:
(1)be about+ infinitive: expressing an action in the immediate future
(2)be going to in the past: expressing “implied intention”
(3)The past perfect used in the hardly …when…pattern
(4)The past perfect of hope+ infinitive expressing “an unfulfilled wish”
(5)The simple past in the It’s time +subject + past-tense verb pattern
B. Do substitution practice in pairs.
2. Dialogue I Lost and Found
A. Listen to the recording and answer some questions:
(1)Why did Tony and his wife grow more and more worried by people’s dishonesty when they were traveling?
(2)When and where did they change their view? What made them do so?
(3)Does Tony think that his wife was luck in getting the purse back? Why?
(4)Have you had any personal experience like the couple? If you have, tell what happened.
B. Retelling the dialogue:
Tony, an Englishman, tells his friend Ben about his experience during his trip around the world with his wife.
(1)sabbatical trip to relax after strenuous work at the university
(2)his wallet stolen in a Mediterranean metropolis
(3)their lost suitcase found and sent back to them in Beijing
(4)his wife purse lost, found, and returned to her
(5)Ben was greatly impressed by what Tony has said about China
C. Language points:
(1) be about to do sth.: refer to an action in the immediate future
The concert is just about to start.
He was about to explain when someone interrupted him.
Ladies and gentlemen, the airplane is about to take off, please fasten your seat belt.
(2)to say the least: This phrase suggests that a situation is actually made serious than it seems.
a. That is the least one can say.
b .Considering his appearance, the man must be in his 40’s, to say the least.
c .Martha is a good student and makes great achievements. If you wonder how Martha makes it. She works hard, to say the least.
(3)in almost no time: very soon
The hotel is not far from here, we can walk there in almost no time.
He can finish writing a paper in almost no time.
With computer, you can solve the complex mathematics problem in no time.
(4)come upon: meet with
(5)sabbatical trip: a year holiday trip from normal teaching duties for college, or university teachers once in seven years. During this year’s release, they still get their pay.
(6)Mediterranean sea: is surrounded by three continents, its north is Europe, south is Africa ,east is Asia, west is Atlantic ocean. Spain, France, Greek, Turkey, Palistania, Egypt and Algeria.
(7)metropolis: chief city/ the capital city
(8)bump into: hit against/ meet by chance
(9)souvenir: gift kept as a reminder
(10) shoal: a large number
(11) thoroughfare: busy main road
3. Reading I The English Language Part I
A. Listen to the recording and answer some questions:
(1)Why does the author compare a language with a living organism?
(2)Which language family does English belong to?
(3)What languages does the Indo-European family comprise?
(4)Is Dutch easy for an Englishman to learn?
(5)What is it that causes the languages within a single language family to become different from one another? Does this happen to one particular language in different periods of time, too?
B. Do Multiple-choice questions in the Workbook
C. Information about language families:
Altogether there are 18(or 19) language families in the world. English belongs to Indo-European family which is the largest family among the language families in the world
(1)Hanzang language family 汉藏语系
(2)Indo-European family. 印欧语系
(3)Shanhan family 闪含、亚非语系
(4)Alta family 阿尔泰语系
(5)Wulaer family 乌拉尔语系
(6)Ancient Asian family 古亚细亚语系
(7)高加索语系
(8)爱斯基摩阿留语系
(9)澳大利亚语系
(10)马来－玻利尼西亚语系
(11)奥斯特洛－亚细亚语系（南亚语系）巴布亚语系
(12)巴布亚语系
(13)德拉维达语系
(14)尼日尔－科尔多凡语系
(15)尼罗－撒哈拉语系
(16)科洛桑语系
(17)北美印第安诸语系
(18)中南美－印第安诸语系
(19)系属未确定的语系：日语，朝鲜语，越南语，巴斯克语
D. Language points:
(1)in turn: afterwards, in the correct or expected order
1) 依次， 后来，转而
a. I told Frank and he in turn told Mary.
b .The boy reported the theft to his teacher, and she, in turn, to the headmaster.
c. Every language is part of a specific linguistic family, which in turn is part of a larger linguistic family.
每一种语言是具体的语言系的一部分，而具体的语言学语系又是较大的语言学系的一个分支。
2) 轮流： Three of us will do the work in turn.
3) 反过来：The farmers supply the workers with food, and the workers in turn supply the farmers with manufactured goods.
The theory comes from practice and in turn serves practice.
(2)comprise: consist of , Be composed of, be made up of; e.g.
a. Our university comprises / consists of/ is composed of seventeen colleges.
b. England, Wales, Scotland, and Northern Ireland constitute/ comprise /together form the United Kingdom.
(3)account for: give explanation for
How do you account for losing five games in a row?
How can you account for your being late again?
(4) Pertain：pertaining to : about, concerning, with regard to,
a. Each language has its own strict grammatical rules pertaining to the ways words are formed and put together in sentences.
每种语言有自己严格的语法规则，包括单词的构成形式和在句中的排列方式。
b. In his speech, there is no information pertaining to the recent development in cancer research.
c. Policemen are anxious to hear any information pertaining to his whereabouts.下落
(5) endeavor: try, manage；try the best , do the best;
(6) Accumulate: to make or become greater in quantity or size, esp. over a long period; collect or grow into a mass.
(7) somehow: adv. By some degree
The price was somehow higher than I’d expected. 这价格比我预料的稍高一些。
4. Reading II The English Language, Part II
A. Read it in five minutes and answer some questions:
(1)When was old English used?
(2)Why is Shakespeare’s language difficult to understand?
(3)Can an Australian communicate with a Canadian easily?
(4)what makes English unique?
B. Do the interview
A journalist or a reporter of China Daily comes to Shandong Agricultural University ,he or she wants to interview the English majors of foreign languages college about their language study.
C. Language points:
(1) variation: the fact of varying
There are regional variations in house price(from place to place).
Even in modern English there are variations in usage from place to place.
(2) variety: a. the fact of varying e.g. She didn’t like the work because it lacked variety.
b. a number of collection of different sorts of the same general type...
The shirt is available in a wide variety of color.
这种衬衫有各种各样的颜色供选
c. 种类， 品种，We are growing a new variety of wheat this year.
(3) a. regardless of: it does not matter; without worrying about or taking account of
They decorated the house regardless of cost.
All our proposals were rejected regardless of their merits.
b. Irrespective of , without regard to e.g.
The film can be enjoyed by anyone, irrespective of age.
5. Do all the exercises in and out of class including the Workbook
Unit 11
I Teaching Aims:
In this unit students are required to:
1. Master the Main language structures
2. Practice listening comprehension
3. Learn dialogues
4. Do some preparation activities such as discussion, group work, pair work to practice their spoken skill and communicative skills
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions and grammatical points in the in-class reading passages to improve their reading comprehension
7. Do some post-reading exercises in the Workbook to practice what they have got to know in class to practice their spoken skill and communicative skills
II. Teaching Procedures:
1. Language structures: The nominal clause used as
(1)the subject, introduced by It seems that
(2)the subject, introduced by It happens that
(3)the subject, introduced by It doesn’t matter + wh-word
(4)the object, in the It all depends on + wh-word pattern
(5)the postponed object in the introductory it construction
2. Dialogue I The Young on the Old
A. Listen to the recording and answer some questions:
(1)Why is B worries about his fate when he grows old?
(2)What problems do you think people have when they grow old?
(3)Is it good to have clubs and associations for the old? Why?
B. Retell the dialogue in your own words
C. Language points:
(1)beyond:
a. outside the range or limits of 超出… 范围， 非…可及
The town has changed beyond recognition.
You’ve certainly changed beyond recognition.
The success is beyond our wildest dreams.
The question is beyond me.
b. besides, except for
I own nothing beyond the clothes on my back.
I can’t tell you anything beyond what you know already.
除了你知道的以外，我无可奉告。
c. later than ;past; after e.g. Don’t stay there beyond midnight.
d. more or greater than e.g. The level of inflation has gone beyond 10%.
(2)depend on: rely on ,count on, rest on,
(3)regard …as: treat… as
(4)keep my knowledge updated : to make… more modern or up-to-date
(5)well-groomed: well-educated/ written/informed/ done/ dressed/knitted/designed
(6)mischief-maker: trouble-maker, (peace-maker)
(7)pessimistic-optimistic
(8)maltreat: mal: bad, badly e.g. malnutrition/ maladministration /malformation/
malpractice/maleficent/maladjusted,
D. Discuss Problems Connected with Aging
3. Reading I The Virtue Called Devotion
A. Listen to the recording and ask each other questions:
B. Do the multiple-choice questions:
C. Language points:
(1)childishly demanding: needing a lot of attention and effort
(2)roomy: spacious, with plenty of space inside
(3)discard: get rid of
(4)unappealing: unattractive, uninteresting,
(5)flatly: firmly, completely
(6)ail: v. be ill and grow weak
(7)age away: to become in old age
(8)pine away: to become thin, less active, and lose strength and health slowly through disease or esp. grief.
(9)end up: finish, age away, pine away, end up: finish one’s life
(10) heedlessly: without attention or consideration
(11) shun: avoid, keep away from
a. When so many others are heedlessly shunning the responsibility of aging parents, my mother stands out with strength.
b. When so many others are neglecting the responsibility of taking care of aging parents ,my mother firmly stands out to care the old parents.
(12) at the hands of nature: in the open, in the wild land
(13) long-range plans: concerning a long time or distance
(14) lug: carry
(15) old and mean: old and useless
4. Reading II The Changing Concept of Family in America
Read it in two minutes and ask each other questions, and then do the Guided writing on page 131.
5. Do all the exercises in the workbook from 103---109
Unit 12
I. Teaching Aims:
In this unit students are required to:
1. Master the Main language structures
2. Practice listening comprehension
3. Learn dialogues
4. Do some preparation activities such as discussion, group work, pair work to practice their spoken skill and communicative skills
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions and grammatical points in the in-class reading passages to improve their reading comprehension
7. Do some post-reading exercises in the Workbook to practice what they have got to know in class to practice their spoken skill and communicative skills
II. Teaching Procedures:
1. Language structures: The passive voice
(1)converted from an active sentence containing the make somebody do something pattern
(2)formed by get + -ed participle
(3)with a past perfect modal auxiliary
(4)converted from an active sentence containing the know / think somebody to be pattern
(5)converted from an active sentence containing the want somebody to do something pattern
2. Dialogue I Music
A. Listen to the recording and answer questions:
(1)How do you define a good stereo system?
(2)What are the major categories of music?
(3)How much do you know about the history of music and the development of music reproduction technology?
(4)In what direction will music reproduction technology develop in the future?
(5)What type of music is your favorite music?
B. Language points:
(1)treble: 1) the upper half of the whole range of musical notes 最高音部
2) a boy with high single voice
adj. three times as big
v. make or become three times as great in number
(2) bass /bess/ the lowest male single voice, fine treble, soft bass and perfect surrounded effect 高音清晰，低音柔和， 环绕声
(3) be crazy about sth.: be interested in
(4)be fascinated : be interested in
(5)obsolete: a. out of date; no longer used.
(6)be obsessed with: be interested in / be preoccupied with / be fond of / be keen on
(7)formulaic a. of formula
(8)solo: single person plays musical instrument or sings a song.
duet: two singers or musicians performing
trio……….
quartet…
quintet
octet: eight singers or musicians performing
(9)fine music such as :symphony, violin concerto,
piano sonata, chamber music, opera music, ballet music waltz…
(10) pull one’s leg: make a playful fun of someone
(11) take …into account: give.. . proper consideration
(12) new broom: a newly appointed person who is eager to make changes.
C. Dictation:
3. Reading I The Green Revolution
Listen to the recording and point out the main idea of each paragraph, and then judge the statements whether they are true or false in the workbook
4. Reading II The Irish Famine
A. Read it quickly and answer some questions:
(1)When did the Irish famine occur?
(2)Are its effects still felt today?
(3)Did lots of people suffer during the famine?
(4)What does one find it hard to believe?
(5)How did the nineteenth-century eyes look at the famine? What was thought to be the right thing to do ?
(6)Would a little more humanity shown by the British government have done any harm?
(7)What was the result of the famine?
(8)How did the Irish people feel about British after the famine?
B. Do the guided writing on page 143 in order to review the passages
5. Remember the following:
Calamity is man’s true touchstone.____Francis Beaumont and John Fletcher
自然灾害是人真正的试金石。———弗朗西斯. 博蒙特、约翰. 佛莱彻
6. Do all the exercises in the workbook from page 113—118
Unit 13
I. Teaching Aims:
In this unit students are required to:
1. Master the Main language structures
2. Practice listening comprehension
3. Learn dialogues
4. Do some preparation activities such as discussion, group work, pair work to practice their
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions and grammatical points in the in-class reading passages to improve their reading comprehension
7. Do some post-reading exercises in the Workbook to practice what they have got to know in class to practice their spoken skill and communicative skills
II. Teaching Procedures:
1. Language structures:
(1)ought to used to express “strong probability”
(2)used to expressing “a past action /situation which is no longer done /no longer exists”
(3)daren’t expressing “lack of courage”
(4)should in the introductory it construction
(5)should used after certain verbs
2. Dialogue I A Sense of Security
A. Listen to the recording and answer some questions:
(1)What are the duties of the police in charge of household registration?
(2)Which factor do you think is more important in keeping law and order in our country?
a.China being a socialist country.
b.China having an efficient police force. Give your reasons.
(3)Compare the police force in China and that in some other countries. How do they differ?
B. Do the multiple-choice questions in the workbook
C. Language points:
(1)take it /sth. with a pinch of salt :remain doubtful about sth./not necessarily believe all of; a grain of salt
You should take what he says with a pinch of salt. 对他讲的话不可全信。
(2) baton: a short thin stick used as a weapon by a policeman /by a conductor
(3) guarantee: v. make sure , promise; n. give a guarantee, a formal declaration that sth. Will be done
I guarantee you will enjoy it.
(4)household registration police :户籍
traffic police 交警
armed police
(5)civilian public security groups 民防治安小组
civil servants. . 公务员
(6)juvenile delinquent : young person who behaves wrongly.
(7)hold-up:堵塞
(8)crime-free paradise: a place of perfect happiness with no crime at all
D. Role-play: do the practice according to dialogue II on page 152
3. Reading I Halloween
A. Some information about Halloween : the night of October 31, when it was formerly believed that the spirits of the dead appeared and children now sometimes dress up in strange clothes and play tricks
Halloween : All Saints’ Day or All Holy Ones’ Day
All Holy Ones’ Evening ----All Hallows’ Evening---- Hallows’ Even----Halloween
Halloween is celebrated every year on October 31, throughout the western countries. Children love to dress up in costumes and go trick –or-treating. If an adult refuses to supply a treat-----candy, cookies, fruits or money----the children may play a trick. The typical foolish tricks are soaping windows, writing on doors with crayons, overturning garbage cans, sticking pins into doorbells to keep them ringing and spraying shaving cream on cars and friends.
The name Halloween is a short way of saying All Hallows’ Eve, which means the night before the Roman Catholic holy day of All Saints’ Day. Although Halloween got its name from a Christian festival, its customs are of pagan origin. They came from two different sources: an ancient Celtic festival凯而特的节日 in honor of the lord of death and a Roman festival in honor of goddess of gardens and orchards. The Halloween colors, black, and orange, suggest both ideas:
death and harvest
B. Language points:
(1) enchant: 1) fill with delight ,charm. E.g. be charmed by /with the idea着迷， 陶醉
. 2) to use magic on
(2) witch: evil spirit ,
(3) at intervals : during the time
Trains leave this station at intervals of half an hour.
4. Do the interaction activities on page 156
5. Do all the exercises in the workbook from 125—128
Unit 14
I. Teaching Aims:
In this unit students are required to:
1. Master the Main language structures
2. Practice listening comprehension
3. Learn dialogues
4. Do some preparation activities such as discussion, group work, pair work to practice their spoken skill and communicative skills
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions and grammatical points in the in-class reading passages to improve their reading comprehension
7. Do some post-reading exercises in the Workbook to practice what they have got to know in class to practice their spoken skill and communicative skills
II. Teaching Procedures
1. Language structures:
Indirect speech introduced by various kinds of reporting words
(1)Barbara advised Albert to take a holiday.
(2)Barbara suggested that Albert should take a holiday.
2. Dialogue I Reform in Education
A. Listen to the recording and answer some questions:
1.Why is reform in education of great significance to the modernization of the country?
2.How can our students truly make contributions to the modernization program?
3.Are you satisfied with our present teaching method? Why or why not?
4.What suggestions do you have on the methods of teaching?
B. Language points:
(1)dynamic pulse: lively rhythm; energetic and forceful regular beat in music
(2)revitalize: put new life into sth.; regenerate; put new strength or power into;
(3)take priority: come first;
(4)implement: put sth into effect; carry out;
(5)municipality: town, city or district with its own local government ; governing body of such a town etc.
(6)sensible: reasonable; rational; wise
(7)recruit: employ; get the service of;
(8)prospective teachers: expected to be teachers, likely to be teachers
(9)have one’s say: express one’s opinion; state one’s views
I suggest that everyone should have his say in this matter.
(10) bring about: cause to happen
(11) at one’s own disposal, at someone’s disposal : able to be used freely by someone
During their visit, I put my car at their disposal. We will use all the means at our disposal to solve this dispute.
(12) tie down:it limit the freedom of ; restrict; e.g. I won’t want to tie you down .
(13) University matriculation examination: entrance exam
(14) a fancy-dress party: 化装舞会
C. Do the practice in pairs (1)
3. Reading I Girls and Boys Come Out to Play
A. Listen to the recording and ask each other questions
B. Answer the following questions:
(1)Is the author male or female?
(2)Explain the statement: “ a lost ball provided a passport into the girl’s school next door.”
(3)What does the Maginot Line refer to in the passage?
(4)What is the purpose of education according to the author?
(5)How does the ideal goal of education come into conflict with reality?
(6)What are the advantages and disadvantages of a mixed school?
(7)What is the author’s attitude to the single sex school ?
C. Do the true or false exercise in workbook (130)
D. Language points:
(1)cram into: stuff into; force into ; cram: prepare oneself for an exam,
(2)sophisticated : complicated and refined; elaborate; subtle
(3)divinity: theology 神学
(4)pushy: assertive; showing forceful determination to get things done and make people accept one’s wishes 盛气凌人的， 个性强的， 坚持己见的 e.g.
He is not pushy enough to succeed in business.
(5)assertive: expressing or tending to express strong opinion or claim; showing confident belief in one’s own ability
If you want to succeed in this business, you should be more assertive.
(6)give way: give in ; surrender ；yield
(7)exacerbate: make things worse; aggravate; deteriorate
(8)tackle: deal with or overcome
(9)hamper: prevent the free movement or activity of sb. ; hinder sb. /sth.
(10)flirtation: the act of doing sth. lightly or needlessly
(11)bravado n.. display of boldness
(12)compromise:
4. Do the interaction activities on page 168
5. Do all the exercises in the workbook from 132-- 137
Unit 15
I. Teaching Aims:
In this unit students are required to:
1. Master the Main language structures
2. Practice listening comprehension
3. Learn dialogues
4. Do some preparation activities such as discussion, group work, pair work to practice their spoken skill and communicative skills
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions and grammatical points in the in-class reading passages to improve their reading comprehension
7. Do some post-reading exercises in the Workbook to practice what they have got to know in class to practice their spoken skill and communicative skills
II. Teaching Procedures:
1. Language structures: The adverbial clause
(1)of time introduced by while / as soon as / the moment / by the time
(2)of time and place introduced by whenever and wherever
of concession introduced by however
of time /cause introduced by now that
(3)of condition introduced by or else
of purpose introduced by so (that)
(4)of manner introduced by as if / as though, indicating an unreal situation
of time / condition introduced by so long as / as long as
(5)of degree introduced by so far as
of alternative condition introduced by whether… or not
2. Dialogue I A Beijing Opera Fan
A. Listen to the recording and answer some questions:
(1)What changes are now taking place in China concerning recreation and entertainment?
(2)How do people tell the different social ranks of characters in Beijing opera?
(3)Do you find it strange that a foreigner should like Beijing opera?
(4)Does Beijing opera appeal to you? Give your reasons
(5)What kind of entertainment do you like? Say a few words about it.
B. Retell the dialogue:
C. Talk about operas
D. Language points:
(1)boom: growth
(2)profit from: /by /of/ e.g. You may profit from /by the experience of others.
(3)drive …sb. nuts: make sb. mad
(4)mime: simulated performance 哑剧
E. Practice the following situations and form dialogues asking for the reasons for such actions, and explaining your purpose or the risk you want to avoid.
3. Reading I “A Breeze at Hand, Part I”
A. Listen to the recording and answer some questions:
(1)What causes today’s reduced use of traditional fans?
(2)Why does the author consider having no time to sit and fan oneself a big loss?
(3)Where can one find elegant fans in New York City?
(4)Which country is known as a big manufacturer?
(5)What are others uses of the fan in addition to its cooling functions?
(6)What did the earliest fans look like?
(7)Who were supposed to be the earliest fan users?
(8)Why did Japanese general use fans in war?
(9)What is meant by “a nod of one’s fan”
B. Do the multiple-choice questions?
4. Reading II
A. Answer the three questions
(1)What different uses do fan s have besides being a cooling device?
(2)What are some of the uses of the fan which you have thought of before?
(3)What is the one great value of the fan?
B. Language Points:
(1)many a man: many men; Many a time , many times;
(2)the Arabian Nights ;a collection of ancient Oriental tales
5. Do the guided writing on page 179
6. Do the exercises in the workbook from 140-146
Unit 16
I. Teaching Aim:
In this unit students are required to:
1.Master the Main language structures
2.Practice listening comprehension
3.Learn dialogues
4.Do some preparation activities such as discussion, group work, pair work to practice their spoken skill and communicative skills
5.Grasp some new words and try to use these words which help them to enrich their vocabulary
6.Read the in-class reading passages in a limited time and grasp some expressions and grammatical points in the in-class reading passages to improve their reading comprehension
7.Do some post-reading exercises in the Workbook to practice what they have got to know in class to practice their spoken skill and communicative skills.
II. Teaching Procedures:
1. Language Structures
(1)The –ed participle used as the object complement in the have something done pattern
(2)The infinitive that takes a logical object, which is the subject of the sentence
(3)The –ing participle used as the object of the preposition
(4)The –ing participle used as the postponed object in the introductory it construction
(5)The –ing participle used as the object complement
2. Dialogue 1
A. Listen to the recording and answer some questions:
(1)What does the word “metrication” mean?
(2)How do the traditional British weighs and measures differ from the traditional Chinese ones?
(3)Do you think our way of life will change at all if we go completely metric? Give your reasons.
B. Retell the dialogue
C. Language points practice
(1)“…only to…”
(2)“it’s high time…”
(3)“to keep pace with…”
3. Practice Dialogue 2
4. Reading I
A. Listen to the recording and answer some questions
(1)What is meant by “going metric”?
(2)How is the measurement of clothes marked these days?
(3)What is the metric unit of mass?
(4)What is the metric unit of capacity?
(5)What is the metric unit of length?
(6)What do you know about the weights and measures formerly used in the U.K. or in the U.S.A.?
B. Do the Multiple-Choice questions
5. Reading II
A. Questions for précis
(1)What is happening to weights and measures in Britain?
(2)Why might life become rather difficult for those who don’t or won’t accept metrication?
(3)Is metrication easy to remember if you are ready to use it?
(4)Are people forced to go metric?
(5)What will happen if you still use non-metric measures as time goes on?
(6)Why will you feel uncomfortable and lonely?
(7)Is metrication compulsory?
(8)Is there any point in starting metrication if no one joins in?
B. Do all the exercises in workbook.
Unit 17
I. Teaching Aims:
In this unit students are required to:
1.Master the Main language structures
2.Practice listening comprehension
3.Learn dialogues
4.Do some preparation activities such as discussion, group work, pair work to practice their spoken skill and communicative skills
5.Grasp some new words and try to use these words which help them to enrich their vocabulary
6.Read the in-class reading passages in a limited time and grasp some expressions and grammatical points in the in-class reading passages to improve their reading comprehension
7.Do some post-reading exercises in the Workbook to practice what they have got to know in class to practice their spoken skill and communicative skills.
II. Teaching Procedures:
1. Language Structure
(1)The relative clause introduced by pronoun + of + which
(2)The relative clause introduced by who / that and preceded by another relative clause
(3)The relative clause introduced by that and containing there be
(4)The relative clause introduced by which, it’s antecedent being the main clause
2. Dialogue 1
A. Listen to the recording and answer some questions:
(1)What does Qian think of the Chinese herbal medicine?
(2)What do jin and yuan mean in traditional Chinese medicine?
(3)Do you think Western medicine and traditional Chinese medicine are contradictory to each other? Why or why not?
(4)Which do you prefer to take when you are ill, the Chinese herbal medicine or the Western medicine? Why?
B. Retell the dialogue
3. Practice in groups according to dialogue II
4. Reading II
A. Listen to the recording and answer some questions:
(1)What is meant by “the parent in us”?
(2)During what stage of one’s life does his or her parent play the most important role?
(3)What is actually recorded in the brain of a child?
(4)What makes a child believe that the rules imposed by his or her parent are truth?
(5)Why do grown-ups behave so differently from others?
(6)What possible problems that a particular parent recording may create?
(7)How should we treat “the parent in us” and guard against its potential negative effects on us?
(8)What is the purpose of this essay? ( Refer to the last paragraph )
B. Do the multiple-choice questions in the workbook
5. Reading II My Forever Valentine
Read the passage quickly and answer some questions:
(1)Have you ever heard of Valentine’s Day?
(2)How do people celebrate Valentine’s Day, do you know?
(3)Who is author’s “forever Valentine”? Why is this so?
6. Do the guided writing
7. Do all the exercises in workbook from 158-165
Unit 18
I. Teaching Aims:
In this unit students are required to:
1. Master the Main language structures
2. Practice listening comprehension
3. Learn dialogues
4. Do some preparation activities such as discussion, group work, pair work to practice their spoken skill and communicative skills
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions and
7. Do some post-reading exercises in the Workbook to practice what they have got to know in class to practice their spoken skill and communicative skill
II. Teaching Procedures:
1. Language structures: Sentences of unreal conditions:
(1)related to something being done at present
(2)with the connective unless
(3)with the connective supposing
(4)with the connective otherwise
(5)in the if it hadn’t been for …pattern.
2. Dialogue I
A. Listen to the recording and answer some questions:
(1)What happened to the Drum Tower and Buddhist Temple?
(2)What is the fate of the 1000-year-old corridor and the tombstone of the Tang court?
(3)What do A and B think that the government should do about the people who damage ancient monuments?
(4)What is your opinion about the preservation of historical monuments?
B. Retell the dialogue:
3. Do the practice according to dialogue II
4. Reading I: Listen to the recording and do the multiple-choice questions:
5. Reading II: Read it quickly and answer the following questions:
(1)Why do visitors remember the day when they first say the skyline of Istanbul?
(2)How does the Blue Mosque get name?
(3)Why is Saint Sophia now a museum rather than a place for worship?
6. Do the guided writing
7. Do all the exercises in workbook from 169- 174
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